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An exploration of antecedents and attributes of androgynous and undifferentiated sex roles.

This study sought to clarify the nature of androgynous (both masculine and feminine) and undifferentiated (neither masculine nor feminine) sex-role outcomes. One inquiry concerned the parent identification patterms most likely associated with androgyny and undifferentiation. ANother inquiry considered differences between the masculinity or femininity of androgynous adolescents and these sex-role behaviors as represented in masculine and feminine adolescents, respectively. Similarly, the sex-role differences for masculine, feminine, and undifferentiated adolescents were investigated. The white, middle-class Ss included 142 male and 193 female college students (average age under 19 years). Parent and S sex-role scores, as well as identification scores, were based upon adjective check list self-descriptions and parent descriptions obtained from the S's. Androgynous males most frequently identified with a nonstereotypic mother combining masculine and feminine qualities, whereas undifferentiated males more often identified with a stereotypically feminine mother (p less than .01). No differences in female identification emerged. Both sexes of androgynous Ss revealed masculine attributes similar to those of masculine Ss but lacked many of the femine qualities of feminine Ss. A blending of sex-role dispositions in androgyny was inferred.

Adolescent↗

Focusing on body sites: the role of spatial attention in action perception.

Humans use the same representations to code self-produced and observed actions. Neurophysiological evidence for this view comes from the discovery of the so-called mirror neurons in premotor cortex of the macaque monkey. These neurons respond when the monkey performs a particular action but also when it observes the same behavior in another individual. In humans, such direct links between perception and action seem to mediate action priming, where a response is facilitated when a similar action is observed. An issue that has not been fully resolved concerns the role of selective attention in these processes. Action priming appears to be an automatic process in the sense that the observed action can be irrelevant to the observer's task and nevertheless prime similar responses. However, it is not known whether attention has to be oriented to the action for these processes to be engaged. It is demonstrated here that spatial attention indeed has to be oriented to the action related body site for action priming to take place. Furthermore, if attention is oriented to the appropriate body site, there need be no visual cues to action for action priming to emerge.

Accommodation, Ocular↗

Gestural communication in subadult bonobos (Pan paniscus): repertoire and use.

This article aims to provide an inventory of the communicative gestures used by bonobos (Pan paniscus), based on observations of subadult bonobos and descriptions of gestural signals and similar behaviors in wild and captive bonobo groups. In addition, we focus on the underlying processes of social cognition, including learning mechanisms and flexibility of gesture use (such as adjustment to the attentional state of the recipient). The subjects were seven bonobos, aged 1-8 years, living in two different groups in captivity. Twenty distinct gestures (one auditory, eight tactile, and 11 visual) were recorded. We found individual differences and similar degrees of concordance of the gestural repertoires between and within groups, which provide evidence that ontogenetic ritualization is the main learning process involved. There is suggestive evidence, however, that some form of social learning may be responsible for the acquisition of special gestures. Overall, the present study establishes that the gestural repertoire of bonobos can be characterized as flexible and adapted to various communicative circumstances, including the attentional state of the recipient. Differences from and similarities to the other African ape species are discussed.

Adaptation, Psychological↗

Faithful replication of foraging techniques along cultural transmission chains by chimpanzees and children.

Observational studies of wild chimpanzees (Pan troglodytes) have revealed population-specific differences in behavior, thought to represent cultural variation. Field studies have also reported behaviors indicative of cultural learning, such as close observation of adult skills by infants, and the use of similar foraging techniques within a population over many generations. Although experimental studies have shown that chimpanzees are able to learn complex behaviors by observation, it is unclear how closely these studies simulate the learning environment found in the wild. In the present study we have used a diffusion chain paradigm, whereby a behavior is passed from one individual to the next in a linear sequence in an attempt to simulate intergenerational transmission of a foraging skill. Using a powerful three-group, two-action methodology, we found that alternative methods used to obtain food from a foraging device ("lift door" versus "slide door") were accurately transmitted along two chains of six and five chimpanzees, respectively, such that the last chimpanzee in the chain used the same method as the original trained model. The fidelity of transmission within each chain is remarkable given that several individuals in the no-model control group were able to discover either method by individual exploration. A comparative study with human children revealed similar results. This study is the first to experimentally demonstrate the linear transmission of alternative foraging techniques by non-human primates. Our results show that chimpanzees have a capacity to sustain local traditions across multiple simulated generations.

Animals↗

What are you looking at? Impaired 'social attention' following frontal-lobe damage.

Humans are able to predict the behavior of others. Several studies have investigated this capability by determining if social cues, such as eye gaze direction, can influence the allocation of visual attention. When a viewer sees a face looking to the left, the viewer's attention is allocated in the gazed-at direction. These 'social attention' studies have asked if this allocation of attention is automatic or under voluntary control. In this paper, we show that a patient with frontal-lobe damage is impaired at allocating attention to peripheral locations voluntarily, although attention can be allocated there automatically. The patient, EVR, can use peripheral cues to selectively process one location over another but cannot use symbolic cues (words) to allocate attention. EVR is also impaired in using eye gaze cues to allocate attention, suggesting that 'social attention' may involve frontal-lobe processes that control voluntary, not automatic, shifts of visuospatial attention.

Adult↗

The association between parental alcohol-related behaviors and children's drinking.

Past literature has established an association between children's alcohol-related behaviors and parents' use of and attitudes toward alcohol. However, most studies tend to measure parental use and attitudes through proxy, i.e. children's perception. It is not clear the extent to which actual parental use and attitudes influence children's alcohol behaviors. The current study directly used parents' reports on alcohol use and attitudes toward alcohol and examined their impact on children's alcohol use. Based on a three-stage random sampling design, 642 dyads of parents and children (ages 15-18) were interviewed by telephone in New York State. Study variables include parental alcohol use, children's alcohol use, parental attitudes toward underage drinking and parent-child interaction. While parental use and attitudes do not seem to significantly affect children's alcohol use, the extent to which parents prohibit children from using alcohol at home tends to reduce children's alcohol involvement. In addition, the greater the amount of time spent with alcohol-using parents, the more likely the children are to use alcohol. Findings suggest that, while parents' alcohol use influences children's alcohol use through extensive interaction, parental control of underage alcohol use in the household appears to reduce children's involvement in underage alcohol use.

Adolescent↗

The influence of interviewer self-disclosure and verbal reinforcement on personality tests.

The effects of prior interview experiences on subsequent test responding were examined by comparing the influence of three interviewer behaviors: interviewer self-disclosure, interviewer verbal reinforcement of self-referent statements, and direct instructions to be self-disclosive. Performance was contrasted with a control interview condition characterized by no interviewer self-disclosure or self-referent reinforcement and with a no-interview condition. Responses on measures of self-disclosure and anxiety indicated that female Ss tended to be more self-disclosive than males in general, but were relatively uninfluenced by experimental condition. For male Ss, verbal reinforcement increased self-disclosure relative to the interviewer seld-disclosure condition. Interviewer self-disclosure was shown to result in more favorable perceptions of the self and the interviewer, particularly for males, and greater social evaluative anxiety for females. Both these factors are discussed as possibly counteracting the modelling effects of interviewer self-disclosure. An interpretation of the results in terms of interactions between S sex, interviewer sex, and experimental condition is proposed and implications for related research discussed.

Anxiety↗

A neuro-mechanical model for interpersonal coordination.

The present study investigates the coordination between two people oscillating handheld pendulums, with a special emphasis on the influence of the mechanical properties of the effector systems involved. The first part of the study is an experiment in which eight pairs of participants are asked to coordinate the oscillation of their pendulum with the other participant's in an in-phase or antiphase fashion. Two types of pendulums, A and B, having different resonance frequencies (Freq A=0.98 Hz and Freq B=0.64 Hz), were used in different experimental combinations. Results confirm that the preferred frequencies produced by participants while manipulating each pendulum individually were close to the resonance frequencies of the pendulums. In their attempt to synchronize with one another, participants met at common frequencies that were influenced by the mechanical properties of the two pendulums involved. In agreement with previous studies, both the variability of the behavior and the shift in the intended relative phase were found to depend on the task-effector asymmetry, i.e., the difference between the mechanical properties of the effector systems involved. In the second part of the study, we propose a model to account for these results. The model consists of two cross-coupled neuro-mechanical units, each composed of a neural oscillator driving a wrist-pendulum system. Taken individually, each unit reproduced the natural tendency of the participants to freely oscillate a pendulum close to its resonance frequency. When cross-coupled through the vision of the pendulum of the other unit, the two units entrain each other and meet at a common frequency influenced by the mechanical properties of the two pendulums involved. The ability of the proposed model to address the other effects observed as a function of the different conditions of the pendulum and intended mode of coordination is discussed.

Adult↗

Comparison of the effectiveness of adult and peer models with EMR children.

The effects of model similarity on the behavior of 30 EMR subjects were investigated. An age- and sex-matched peer-model group, an adult sex-matched model group, and a no-model control group were used. All groups were presented nine test items from the Leiter International Performance Scale. Retention was sampled by repeating the tasks without models in a second session a day later. A significant main effect (p less than .01) was found for modeling conditions. A Neuman Keul's procedure revealed that only the peer and control groups were significantly different (p less than .05) across both sessions. Examination for first-session results revealed significant differences between the peer- and adult-model groups and the peer and control groups (p less than .05). The findings indicated that EMR children respond differentially to peers and adults as models and that peer modeling could be a very effective method for teaching EMR children, particularly in a regular classroom.

Adolescent↗

Evidence for referential understanding in the emotions domain at twelve and eighteen months.

Infants as young as 12 months readily modulate their behavior toward novel, ambiguous objects based on emotional responses that others display. Such social-referencing skill offers powerful benefits to infants' knowledge acquisition, but the magnitude of these benefits depends on whether they appreciate the referential quality of others' emotional messages, and are skilled at using cues to reference (e.g., gaze direction, body posture) to guide their interpretation of such messages. Two studies demonstrated referential understanding in 12- and 18-month-olds' responses to another's emotional outburst. Infants relied on the presence versus absence of referential cues to determine whether an emotional message should be linked with a salient, novel object in the first study (N = 48), and they actively consulted referential cues to disambiguate the intended target of an affective display in the second study (N = 32). These findings provide the first experimental evidence of such sophisticated referential abilities in 12-month-olds, as well as the first evidence that infant social referencing at any age actually trades on referential understanding.

Attention↗

Word learning in the context of referential and salience cues.

Adult referential behavior (gaze direction) and salience (target activation) were independently manipulated in a study of novel word learning. Children (seventy-five 18-month-olds and seventy-two 24-month-olds) were trained in different conditions with a novel word in the context of 2 remote-controlled toys. In response to the novel word at test, 24-month-olds tended to pick out the toy to which the adult referred in all conditions. They also tended to use the novel word appropriately. Comprehension by 18-month-olds was good when the salience of the toy did not conflict with the adult's referential intent, but it was disrupted when referential and salience cues conflicted and when referential cues were not available. Results imply that, at 24 months, children use the referential intent of the speaker to learn new words, but when first learning words, children may have a less secure grasp on the meaning of speakers' referential cues.

Age Factors↗

Substance use and ethnicity: differential impact of peer and adult models.

Modeling of a specific behavior by peers and adults is an important influence on an adolescent's choice to engage in that behavior. This study examined the impact of perceived peer and adult substance use on reported self-use within groups of black, Hispanic, Asian, and white teenagers. Effects were studied for four types of drugs: beer/wine, hard liquor, marijuana, and pills. In general, Asians and blacks reported the least self-use, whites reported the most peer models, and blacks reported the most adult models. Differential patterns of increase in use and perceived use by grade level were found across the four ethnic groups. Overall, perceived peer use of beer/wine, liquor, and marijuana was associated more with self-use than was perceived adult use. For pill use, only whites reported significantly greater influence of peers over adults on their self-use. For all substances, blacks reported the least impact of peer use on self-use relative to the three other groups. In regard to the impact of adult use on self-use, blacks and Hispanics reported the lowest for beer or wine; blacks and Asians reported the lowest for marijuana; and whites reported the highest for pills. These results are discussed in the context of differential vulnerability to modeling and vicarious learning.

Adolescent↗

Social modeling influences on sensory decision theory and psychophysiological indexes of pain.

Subjects exposed to social models dissimulating tolerance or intolerance generally exhibit matching behavior in their verbal ratings of painful stimulation. It has been unclear, however, whether these changes reflect voluntary alteration of evidence or genuine changes in distress. This study used alternative measures and controlled for methodological limitations of earlier studies by examining nonpalmar skin potential in addition to palmar skin conductance and heart rate indexes of psychophysiological response to electric shock, and by evaluating verbal expressions of pain with sensory decision theory methodology. Of 20 female volunteer subjects, half served as controls, and half were exposed to a tolerant female model. Both the subject and the model verbalized ratings of discomfort provoked by a series of electric shocks of increasing intensity. Subjects then underwent a series of preselected random shocks. Sensory decision theory analyses revealed lower discriminability of the shocks among subjects exposed to a tolerant model. Several indexes of nonpalmar skin potential and heart rate reactivity exhibited lower reactivity in the tolerant group. Tolerant modeling was also associated with decreases in subjective stress. The results were consistent with the position that changes in pain indexes associated with exposure to a tolerant model represented variations in fundamental characteristics of painful experiences as opposed to suppression of information.

Decision Making↗

Bottlenose dolphin (Tursiops truncatus) calves appear to model their signature whistles on the signature whistles of community members.

Bottlenose dolphins are unusual among non-human mammals in their ability to learn new sounds. This study investigates the importance of vocal learning in the development of dolphin signature whistles and the influence of social interactions on that process. We used focal animal behavioral follows to observe six calves in Sarasota Bay, Fla., recording their social associations during their first summer, and their signature whistles during their second. The signature whistles of five calves were determined. Using dynamic time warping (DTW) of frequency contours, the calves' signature whistles were compared to the signature whistles of several sets of dolphins: their own associates, the other calves' associates, Tampa Bay dolphins, and captive dolphins. Whistles were considered similar if their DTW similarity score was greater than those of 95% of the whistle comparisons. Association was defined primarily in terms of time within 50 m of the mother/calf pair. On average, there were six dolphins with signature whistles similar to the signature whistles of each of the calves. These were significantly more likely to be Sarasota Bay resident dolphins than non-Sarasota dolphins, and (though not significantly) more likely to be dolphins that were within 50 m of the mother and calf less than 5% of the time. These results suggest that calves may model their signature whistles on the signature whistles of members of their community, possibly community members with whom they associate only rarely.

Acoustic Stimulation↗

Children's nighttime fears: parent-child ratings of frequency, content, origins, coping behaviors and severity.

The present study investigated nighttime fears in normal school children aged 4 to 12 yr (N=176). Children and their parents were interviewed about the frequency, content, origins, coping behaviors and severity of children's nighttime fears. Results showed that 73.3% of the children reported nighttime fears, indicating that these fears are quite prevalent. Inspection of the developmental course of nighttime fears revealed that these fears are common among 4- to 6-year-olds, become even more frequent in 7- to 9-year-olds and then remain relatively stable in 10- to 12-year-olds. Inspection of the origins of nighttime fears revealed that most of the children (i.e., almost 80%) attributed their fear to negative information; conditioning and modeling were endorsed less frequently (25.6% and 13.2%, respectively). A substantial percentage of the children (24.0%) indicated that learning experiences had not played a role in the acquisition of their nighttime fears. Children reported a variety of coping strategies in order to deal with their nighttime fears and generally rated these strategies as helpful in reducing anxiety. Furthermore, children's nighttime fears were associated with moderate levels of anxiety. Moreover, in about 10% of the children, nighttime fears were related to one or more DSM-III-R anxiety disorders. Finally, parental reports of children's nighttime fears substantially deviated from children's reports. Most importantly, parents provided a marked underestimation of the frequency of nighttime fears, at least as reported by their children.

Adaptation, Psychological↗

Dissociation between extension of the sensitive period for avian vocal learning and dendritic spine loss in the song nucleus lMAN.

Several instances of early learning coincide with significant rearrangements of neural connections in regions contributing to these behaviors. In fact developmentally restricted learning may be constrained temporally by the opportunity for experience to selectively maintain appropriate synapses amidst the elimination of exuberant connections. Consistent with this notion, during the normal sensitive period for vocal learning in zebra finches (Taenopygia guttata), there is a decline in the density of dendritic spines within a region essential for song development, the lateral magnocellular nucleus of the anterior nidopallium (lMAN). Moreover, in birds isolated from conspecific song shortly after hatching, both the closure of the sensitive period for vocal learning and the pruning of spines from lMAN neurons is delayed. Here, we employed a more subtle form of deprivation to delay the close of the sensitive period for song learning, and found that late song learning occurred without obvious alterations in the pruning of dendritic spines on lMAN neurons. At posthatch day (PHD) 65 (beyond the end of the normal sensitive period for song memorization in zebra finches), birds isolated from song beginning on PHD30 did not differ from normally reared birds in measures of dendritic spine density on Golgi-Cox stained lMAN neurons. Moreover, tutor exposure from PHD65 to 90 did not increase spine elimination in these isolates (who memorized new song material) relative to controls (who did not). Thus, we conclude that the extent of normally occurring lMAN spine loss is not sufficient to account for the timing of the sensitive period for zebra finch song learning.

Animals↗

Imitating gestures. A quantitative approach to ideomotor apraxia.

The ability to carry out movements on imitation was assessed with a 24-item test in uniterally hemisphere-damaged patients. On the basis of a cutoff score derived from the performances of 100 control patients, 20% of the right brain-damaged patients were calssified as apraxic. Most right brain-damaged patients were only mildly defective, but a few showed a striking impairment. In left brain-damaged patients apraxia was not only more frequent, but also much more severe and was nearly always associated with aphasia. However, the correlation between the motor and the language disorder was not particularly high, and the link between the two symptoms was thought to be dependent on the contiguity of the underlying nervous structures.

Aphasia↗

Threats of school violence in Pennsylvania after media coverage of the Columbine High School massacre: examining the role of imitation.

BACKGROUND: Following the April 20, 1999, massacre at Columbine High School, Littleton, Colo, school administrators, law enforcement officials, and the media reported a rash of successive bomb threats and threats of school violence that were attributed to imitation. OBJECTIVE: To establish that the clustering of threats of school violence following the Columbine massacre was initiated by imitation. DESIGN: A database of threats of school violence reported to the Pennsylvania Emergency Management Agency, Harrisburg, during the 50 days following the Columbine incident was examined to determine the daily frequency of threats. To determine factors that predict the occurrence of these threats, counties and school districts in which threats occurred were noted. RESULTS: Pennsylvania school districts reported 354 threats of school violence during the 50 days after the Columbine massacre, far exceeding the 1 or 2 threats per year estimated by school administrators before 1999. The frequency of these threats over time demonstrated a crescendo-decrescendo pattern. Fifty-six percent of the threats were made on or before day 10 after the incident, and more than one third occurred on days 8, 9, and 10. Factors that predicted the likelihood of a school's receiving a threat after the massacre included a greater proportion of white students and larger school enrollment. CONCLUSIONS: Successive threats of violence follow a publicized act of school violence. The media should recognize that imitation threats can occur and craft their stories accordingly.

Adolescent↗